Research Into Practice Through Professional Development

Abstract

Bridging scientifically based theoretical approaches to quality instructional methods within classrooms in schools continues to be a challenge. Given the increasing demand for accountability, the implementation and evaluation of scientifically based interventions and strategies are necessary. This article describes the conceptual framework and the specific implementation activities that the state of Florida has used to ensure that quality, scientifically based instructional practices are implemented within classrooms and schools in Florida through a reconceptualized professional development model. The specific model and procedures that are described have been implemented and validated through the collaboration among professionals within the research community, the state department of education, and local staff developers, administrators, and teachers.